An Early Years Resource to Promote Healthy Relationships

Emotional health and well-being: An early years resource to promote healthy relationships

A resource for the Learning to Respect Programme

1 Andrew Moffat

Emotional Health and Well being: An early years resource to promote healthy relationships

This resource is informed by the following publications: 1. The Unicef report (2007) According to this report, children from the UK suffer greater deprivation and worse relationships than those in any other wealthy country in the world. “This report presents a sad picture of relationships with friends, which are so important to children. Not much more than 40% of the UK’s 11, 13 and 15 year olds find their peers ‘kind and helpful’, which is the worst score of all the developed countries” (Guardian, 02 / 07, p2) “I hope that (the Unicef report) will prompt us all to look beyond the statistics and to the underlying causes of our failure to nurture happy and healthy children in the UK…. From the findings of this report they are in poor health, unable to maintain loving and successful relationships, feel unsafe and insecure, have low aspirations and put themselves at risk” Al Aynsley Green, Children’s Commissioner for England (Guardian, 02 / 07, p1) 2. The children’s plan (2007) There are five guiding principles underpinning the Children’s Plan. One is “Children and young people need to enjoy their childhood as well as grow up prepared for adult life” Chapter 1, “Happy and healthy”, aims to “Secure the well being and health of children and young people”. The government highlighted “Ten new targets for 2020 to improve pupil’s educational attainment, health and happiness” (Guardian, 11 / 07, p6) 3. Healthy Schools The guidance for Healthy Schools Status (2005) defines “Emotional Health and Well being” as; “Promoting positive emotional health and well being to help pupils understand and express their feelings, and build their confidence and emotional resilience and therefore their capacity to learn” (DH, 2005)

The aim in delivering this resource is simply to teach children the skills that are needed to develop positive relationships. In the SEAL (DSCF) guidance for Foundation stage, “Changes”, there are two learning objectives that are cornerstones to an understanding of empathy and conflict resolution. They are; “I know that sometimes when people are not very nice to me it is because they don’t feel very good inside” and “I know how to help someone when they are feeling sad”. The lesson plans in this resource help the teacher to develop these skills in our children alongside many others.

2 Each lesson plan is based on a different children’s book and the learning outcomes are linked to SEAL. In Nursery the lesson plans promote well being as the children enjoy joining in call-and-response stories, acting out simple characters and exploring first steps in sharing. In the Reception plans children learn strategies for dealing with disruptive behaviour and role-play how to recognise and help someone feeling lonely. Year One deals with saying please and thank you, what to do if you feel frightened of someone, how it feels to be laughed at, the benefits of team work and how to find your smile. Finally in Year Two the lesson plans cover how to deal with worries, getting to know people before judging them, the consequences of inconsiderate behaviour, and the recognition that we are a part of a wider world with lots of different people who are the same as us in many ways. . References

The Guardian, 14 / 02 / 07 “British children: poorer, at greater risk and more insecure” page 1 - 2

The Guardian, 12 / 11 / 07 “Fitter, happier and better educated: the hope for 2020” page 6

The Children’s plan, 2007, http://www.dfes.gov.uk/publications/childrensplan

DH (Department of Health), 2005 “National healthy Schools Status: A guide for schools” page 9

SEAL abbreviations: NB - New beginnings, GOFO – Getting On and Falling Out, SNTB – Say No To Bullying, GFG – Going For Goals, GTBM – Good To Be Me, R – Relationships, CH - Changes

Andrew Moffat works as a Primary School teacher in Coventry. He is an AST in Behaviour Management and works part time on the Coventry Healthy Schools team with responsibility for Emotional Health and Well being. Andrew has also written: Emotional Literacy: a scheme of work for the Primary school (200 lesson plans, published 2008 by Incentive Plus) Using emotional literacy to challenge homophobia in early years (16 lesson plans)

Emotional Health and Well being: An early years resource to promote healthy relationships. Nursery Week 1 Monkey and me Emily Gravett Macmillan 978-0-230-01583-8 Nursery Week 2 Faster faster! Nice and slow Nick Sharratt and Sue Heap Puffin 0-140-56787-9 Nursery Week 3 Chicky Chicky Chook Chook Cathy MacLennan Boxer books 978-1-905417-32-2 Nursery Week 4 Marvin wanted more Joseph Theobald Bloomsbury 978-0747575610 Nursery Week 5 When the moon smiled Petr Horacek Walker books 978-0744596557 Reception Week 1 I want a friend Tony Ross Andersen Press 978-0-00-721491-4 Reception Week 2 Where’s my cuddle S James Mayhew Bloomsbury 978-0-140-56992-6 Reception Week 3 Tyson the terrible Diane and Christyan Fox Bloomsbury 9780747586623 Reception Week 4 Trouble at Dinosaur cafe Brian Moses and Garry Puffin 978-0-7475-8759-0 Parsons Reception Week 5 Mary is scary Anne Cottringer Bloomsbury 0-7475-7927-x Year 1 Week 1 You won’t shift a hippo Michael Catchpool and Gullane 978-1-86233-710-7 Rosalind Beardshaw Children’s books Year 1 Week 2 I’m coming to get you Tony Ross Andersen Press 978 1 84270 743 2 Year 1 Week 3 Yes we can Sam McBratney and Charles Puffin 978-0-140-56994-0 Fuge Year 1 Week 4 All afloat on Noah’s Boat Tony Mitton and Guy Parker Orchard Books 978-1-84616-242-8 Rees Year 1 Week 5 Augustus and his smile Catherine Rayner Little tiger press 978-1-84506-283-5 Year 2 Week 1 Silly Billy Anthony Browne Walker Books Ltd 978-1-4063-0576-0 Year 2 Week 2 The saddest king Chris Wormell Red Fox 978-0-099-48384-7 Year 2 Week 3 Howling at the moon Michael Catchpool and Jill Gullane 978-1-86233-678-0 Newton Children’s books Year 2 Week 4 The scally wags David Melling Hodder 978-0-340-88406-5 Children’s books Year 2 Week 6 How big is the world Britta Teckentrup Boxer Books 978-1-905417-62-9

4 Nursery Week 1 SEAL objectives Activities Resources NB Read: “Monkey and me”. Monkey and me I know I belong to Discussion: Talk about who is in the story. Monkey, the girl and lots of other by my class / group. animals. Which animals would you like to go and see? Look at the way the girl is Emily Gravett I like belonging to moving in each picture. Is she giving us clues about which animals she is going my group / class / to see next? How does a penguin move? Who can move like a penguin? school. Discuss how each animal moves. I can join in with Role play: Start at the beginning of the story. Encourage the children to say other children each line with you; “Monkey and me, monkey and me, monkey and me, we went playing a game. to see some….” As you say the name of each animal encourage the children to GOFO: move around the room in the style of each animal. Are there any other animals I can play with we can go and see together? For the final page all children to sit down together other children. and mime eating tea. I can work in a Plenary: Talk about how good it feels to go and see things with a friend. In the group with other story the girl takes the monkey everywhere. Say to the children; “I wonder why children. she only plays with her monkey… perhaps she doesn’t have a friend to play with today. If she was in our class who would play with her?” Ask the children to think about games they can play with their friends in our nursery. Then comment on how much you like this class because ‘lots of children play together and we don’t leave people out’

5 Nursery Week 2 SEAL objectives Activities Resources NB: Read: “Faster faster! Nice and slow” Faster faster, Nice I know I belong to Discussion: Talk about the places Nick and Sue visit in the story. Which places and slow my class / group. would you like to go to? Which is your favourite picture? The things Nick and By I like belonging to Sue do are very different. Recall the book used last session, when the girl played Nick Sherratt and Sue my group / class / with her toy. Nick and Sue play together; which do you think is better; playing Heap school. with toys on your own, or playing with friends together? Can you share toys with I can join in with friends? people playing a Role play: Recap the book, and children role play each of the actions described. game All children to role play each action – the words lend themselves to actions: “This GOFO: road is bumpy, this road is flat …. This bird is big, this bird is small etc” At the I can play with end of the role play encourage children to wave goodbye at the book and then other children everyone sit down. I know how to be Activity: With a friend draw two things you like to do together. friendly Plenary: In all the pictures Nick and Sue are doing very different things, but Nick I can work in a and Sue are still friends. Can you be friends with someone if you like different group with other things? Of course you can! What different things do we like doing in our class? children. I can share a toy.

6 Nursery Week 3 SEAL objectives Activities Resources NB Read “Chicky Chicky Chook Chook “ Chicky Chicky Chook I know I belong to Discussion: This is a great book to read aloud and join in with. Read the book Chook my class / group. and encourage the children to join in with the rhyming words. By I like belonging to Role play: Read again and think of actions with the children for each page Cathy McLennan my group / class / “Fizzy fizzy / sunny sunny warm shine” etc. On the sleep page everyone should school. lie down and then on the next page begin to drum “pitter patter” fingers on the I can join in with floor. Children to make thunder noises for the “Crash bang wallop” page, then other children slow down again for the “soggy groggy moggy” page. The book ends again with playing a game. the “Cooler quieter late late later” page which is a great way to calm the children GOFO: down. I can play with Activity: In groups use water / sand trays to recreate dry and wet scenes. How other children. do we get wet, what makes us dry? I can work in a Plenary: Emphasise the fun we had joining in together with the book. Identify group with other children you saw who showed enjoyment and thought of effective actions. Ask children. children to stand up and show others their actions from the book, then ask the children to copy the demonstrated actions. Tell the children how proud you are that they work together so well and listen to each other.

7 Nursery week 4 SEAL objectives activities Resources NB: Read “Marvin wanted more” Marvin wanted more I can share in a Discussion: What happens in the story? How is Marvin behaving? Marvin is By group. being greedy. Is he sharing? What happens to the world as Marvin gets more Joseph Theobald I can take turns in a and more greedy? Talk about Marvin and how he didn’t share. Marvin said “I group. want more” and ate everything he saw. This meant there was nothing left for the I can join in with other sheep. other children playing a game Role play: The aim of the role play is to rehearse sharing. Show the children a GOFO: small ball. Ask for a child to be Marvin. Ask Marvin to stand in the middle of the I can play with other circle and play with the ball. Now say to the children I’ve got another ball here. children What does Marvin say? (ask Marvin to repeat ‘I want more’) give another ball to I can work in a group Marvin and say “Oh dear! Marvin isn’t sharing! Is Marvin being fair?” Show the with other children. children another ball and say “I’ve got another ball here” and ask “What did I can share a toy. Marvin say?” Repeat the exercise to show that every time Marvin says “I want R: more” the other children can’t play because Marvin is not sharing. When Marvin I can tell you what is has a few balls, talk to the children about what Marvin should do. He should fair and unfair. share. If Marvin shared out the balls then everyone could play. Ask Marvin to I can tell you when I share out the balls he has and send the children off in small groups or pairs to think things are fair or unfair. play with them. I know some ways I Plenary: What do the other sheep say to Marvin at the end of the story? (“I like can make things fair. you just as you are”) Do you think Marvin will stop being so greedy now? Will he have more friends if he shares? Do we share things in our class? What can we say to someone if we want to play with something they are using? (Look out for examples of children sharing over the next few days and make a fuss. You could talk about how glad you are that ‘there are no Marvin’s in our class’!)

8 Emotional Health and Well being: An early years resource to promote healthy relationships Nursery week 5 Seal objectives Activities Resources NB: Read “When the moon smiled” When the moon I can share in a Discussion: What happened in the story? How is the moon behaving – is he smiled by Petr group. being greedy with the stars? Think about Marvin last session. What did Marvin Horacek I can take turns in a say? Is the moon saying the same thing about his stars? Would the night sky group. look different if the moon was being greedy? What happened when the moon I can join in with gave a star to each group of animals? How do you think the moon felt at the end other children playing a game of the story? Do you think he felt proud and happy? Why? GOFO: Role play: Identify someone to be the moon, give the moon enough stars for I can play with other each child in the class. Now read through the book again and substitute each children group of animals for names of children in the class. As you read out the names, I can work in a group the ‘moon’ should give the nominated children a star. At the end of the role play with other children. everyone has a star and there is one left for the moon. I can share a toy. Activity: Put the children into pairs and ask them to stick their stars on a piece R: of paper. Write on each page the names of the children; for example, “Sophie I can tell you what is and Jordan shared their stars” fair and unfair. Plenary – ‘I’m glad everyone shared their star. What a wonderful class this is. I can tell you when I Everyone shares together!” How do you think the moon feels when he has think things are fair or unfair. shared out all his stars? I know some ways I can make things fair.

9 Reception week 1 Seal Objectives Activities Resources NB: Read “I want a friend” (note: the second line in the book is “He only does boys stuff”. I I want a friend I know I belong to my would not read this line because it reinforces the concept of “boys” and “girls” toys, By class / group which is not something we should be supporting. I suggest we miss the line out and Tony Ross I like belonging to my continue with the next page) group / class / Discuss: What happens in the story? What did the other children say to the princess school. when she approached them? (“I don’t want to play with you!”). Oh No! How do you think I can tell if I am the little princess feels when the children say that? (Lonely) What does the little princess happy or sad. do to make friends with the other lonely children? (she shares things and they play I know that games). Do you think the lonely children are beginning to make friends? How can you everybody in the tell? When the little princess frowns at Molly, Polly, Agnes, and Willy, what is she world has feelings. thinking about? Why do you think she lets them come to her castle for tea? I know how to be kind Role play: This book is very easy to act out and the children can relate to the characters to people who are and situations. Identify someone to be the little princess and go through the story giving new or visiting the her and the other children lines to repeat as you read the book. At the end of the book classroom. as the teacher you should be the queen. Stand all the children in a circle holding hands GOFO: and say “Goodness me! Who are all these children?” The children should shout back, I can play with other “My friends!” children. Plenary: Talk about what it’s like to start in a new class when you don’t know other I know how to be children. How did Little Princess feel at the start of the story when the other children friendly. wouldn’t play with her? She felt lonely. What does lonely feel like? How can you tell if I can make up when I someone is lonely? What can you do if you see someone who you think might be have fallen out with a lonely? friend. Role play 2: Rehearse lines to say to children who might be lonely. Ask for a volunteer SNTB: to sit in the middle of the circle and pretend to be sad. Highlight their facial expression. I can tell you some Now ask for someone to approach them and say something to make them feel better. ways in which Repeat with different children. Look out for children on the playground over the next children can be couple of days who approach children and ask them to join a game and praise this unkind and bully behaviour. others Emotional Health and Well being: An early years resource to promote healthy relationships

10 Reception week 2 Seal objectives activities resources NB: Read: “Where’s my cuddle?”. Where’s my cuddle I know that Discussion: Talk about what happens in the story. Why doesn’t Jake want to cuddle By everybody in the Mum at the start of the story? How do you think Jake feels at the start of the story? James Mayhew world has feelings. What does Mum do with the cuddle? Can you remember all the people that got a GOFO: cuddle? Can grown ups cuddle each other? Of course they can. What’s nice about a I know how to be cuddle? If someone is upset how can a cuddle help? Ask the children to think about a friendly. time they wanted to have a cuddle. Who did they ask? R: Role play: Show the children a collection of teddy bears and cuddly toys. Put the toys in I can tell if someone the middle of the circle. Explain sometimes it’s good to cuddle someone or something if is happy, sad or you feel upset, or sometimes you might not want to have a cuddle, you might just want a angry. friend to talk to. Explain that all the toys in the middle of the circle feel upset about CH: something. How can we help them? Ask the children one at a time to go to the centre of I know how to help the circle, pick up a toy, cuddle it and ask “What’s the matter?” Role play to the children someone when they holding the toy to your ear and telling you ‘what’s the matter’. Say to the children the toy are feeling sad. feels upset because it fell over and hurt itself. Say to the toy, “Don’t worry, I’ll look after you”, take the toy back to your seat and sit it next to you. Now ask other children one at a time to take a toy, ask what is the matter, and then decide what to do. Activity: Draw a picture of you helping someone who is upset. Plenary: Ask the children to think about the last time they saw someone upset. What did they do to help? Sometimes people don’t want a cuddle and that’s okay too. Sometimes just sitting with someone is all they want. The next time you see a person upset what are you going to do? Suggest that saying “Are you all right?” would be a good start.

11 Reception week 3 Seal objectives activities resources NB: Read “Tyson the terrible” Tyson the terrible I know that people in Discussion: What are the dinosaurs frightened of? What have they heard about Tyson By my group / class like the terrible? Why is the tiny dinosaur crying? How does the tiny dinosaur feel when Diane and Christyan Fox me. everyone runs away from him? Why do other dinosaurs run away? How does the tiny GOFO: dinosaur feel when the other dinosaurs ask him to play their game? Do you think tiny A box and a small toy I know how to be dinosaur’s little brother Tyson might really be terrible? Why? friendly. Role play:. You want a space that can hide a child. You could drape a large piece of I like the ways we are material cross a doorway. Have the class facing doorway. Ask three or four children to all different and can hide behind the sheet and decide which one is going to go first. Give the child small tell you something drums with which to make a ‘boom boom’ sound. Explain to the class that we are going special about me. to pretend that a big dinosaur is on its way. Stand next to the doorway and build up R: tension; “A big scary dinosaur is coming!” (boom boom). “It eats children for breakfast” I can tell if someone (boom boom), “It has huge teeth” (Boom boom) “It looks really scrary” (boom boom), is happy, sad or “Oh no! It’s here!” Pull back the curtain to reveal the first child “Oh! It’s only xxxx (child’s angry name)!” Everyone cheer because there was no need to be frightened! Repeat with CH: different children. I know how to help Plenary: In the story Tyson was very upset because people were saying unkind things someone when they about him and his brother. Look again at the picture of Tyson’s brother. He might look a are feeling sad bit frightening to some people, but is he doing anything wrong? Is he hurting anyone? (No, he’s kicking the football). If people look a bit different, does that mean we can’t be friends? No! Look at all of us in here – we are all different, we’ve all got things that are special about us, and we’re all friends! Wouldn’t school be boring if we were all exactly the same!

12 Reception week 4 Seal objectives activities resources NB: Read: “Trouble at Dinosaur cafe”. Trouble at I can let you know if I Discussion: Talk about what happens in the story. What is Dinosaur café like at the beginning of the Dinosaur café feel happy, excited, sad story? What happens to make things change? (Tyrannosaurus comes in) What does Tyrannosaurus do By or scared. in the cafe? At each point ask “Is Tyrannosaurus right to do that?” How does Tyrannosaurus’s behaviour Brian Moses and I know that it’s ok to affect the other dinosaurs? Look at the pictures of the three dinosaurs when Tyrannosaurus says “I’ll add Garry Parsons have any feeling but you and you and you”; how are they feeling? (frightened) Is Tyrannosuarus right to do that? No! Why not? that it’s not ok to Because he is hurting people. Are we allowed to hurt people? What do the dinosaurs do to stop behave in any way we Tyrannosaurus? They tell someone (phone Terry Tricerotops). What else could they do? Does anyone A rug like (if it hurts other tell Tyrannosuarus to stop? Why not? What could they do? Terry Tricerotops fights Tyrannosaurus. Is people). that the right thing to do? (No). What else could he do? (Join the other dinosaurs and tell Tyrannosaurus GOFO: to stop). Look at the mess on the very last page. What do you think Tyrannosaurus should do now? Will I can tell when other he be allowed back in the café if he behaves like that? Will he have other dinosaur friends if they are people are angry frightened of him? SNTB: Role play: Role play the moment when Tyrannosaurus comes in to the café. Explain that in our role play I can tell you how it we don’t want anyone to get hurt so we are not going to be using our hands or our fists. Ask three feels when someone children to sit down in the middle of the circle on a rug and pretend to drink and eat. Then ask bullies you. Tyrannosaurus to come in and growl, “I’m going to eat you up!”. Now pause the role play and say to the GTBM: children. “Now, what can the dinosaurs do?” Ask the three dinosaurs to say to Tyrannosaurus “No you’re I can stand up for my not! Don’t be unkind” Ask the Tyrannosaurus to roar again “I’m going to eat you up! Say to the children own needs and rights “Oh dear. I think the dinosaurs need help. Ask some more children to join the dinosaurs on the rug and without hurting others. say “No you’re not! Don’t be unkind!” Ask Tyrannosaurus to roar again “I’m going to eat you up!” and now R: I can tell you how it ask all the children to sit with the dinosaurs on the rug and say “No you’re not. Don’t be unkind!” Then ask feels when things are another child to invite Tyrannosuarus on to the rug to eat dinner with them instead. “But only if you stop unfair. being unkind”…. Encourage Tyrannosaurus to join the class on the rug. Say to the class, ‘well done, you I can tell you when I stopped Tyrannosaurus being unkind.’ Everyone cheer. think things are fair or Activity: Draw a picture of Tyrannosaurus roaring, write “Don’t be unkind”. unfair. Plenary: Recap the behaviour Tyrannosaurus exhibits. Explain he is not allowed to behave like that. We keep our hands to ourselves and we never hit people or make them feel scared. That’s what makes our class such a good place to be. Emotional Health and Well being: An early years resource to promote healthy relationships

13 Reception week 5 Seal objectives Activities resources NB: Read “Mary is scary” Note: To meet the objective for this lesson stop the book at Mary is scary I can tell if I am the page which says “Then slowly but surely a smile filled her face.” After that By happy or sad. page say “And Mary changed her ways” while closing the book. Anne Cottringer I know that it’s ok to Discussion: Talk about Mary. What do people think about Mary? Look at the picture on have any feeling but the page “Her hideous hair raising horrible shrieks can halt marching armies and stop that it’s not ok to armies in their tracks”. Remark how silly Mary looks when she behaves like that. No behave in any way wonder people run away from her! What happens to change Mary? Look at the picture we like (if it hurts on the page “Then slowly but surely a smile filled her face.” Compare this picture of other people). Mary with the last, what’s changed? Why do you think Mary changed? What did Harry GOFO: the dog do? Harry didn’t run away, and he licked her, which is a bit like a dog smiling. I know how to be What do you think Harry licking Mary made her happy? Why do you think she might friendly. have been so nasty before? Had she got any friends? I can tell when other Role play: Does anyone ever ask Mary “What’s the matter?” when she has a tantrum? people are feeling They all run away. Harry is the first one to smile at Mary. Ask for a child to pretend to be angry. Mary. Mary pretends to strop and have a tantrum in the middle of the circle. Now ask for R: another child to approach Mary and say something to calm her down. Discuss what sort I can tell if someone of things we can say to someone who is very upset: “Are you ok?”, “What’s the matter?”, is happy, sad or “Come and play with me” “I’ll be your friend” etc. Talk about how important it is that we angry. ‘rescue’ people who are feeling very upset. Sometimes just a few words can rescue CH: people. As Mary is comforted he / she should return to the circle with their ‘rescuer’. I know that Repeat role play with a different Mary and rescuer. sometimes when Activity: Draw a picture of you rescuing Mary from a tantrum. What could you say to people are not very her to make her feel better? nice to me it is Plenary: We all get angry sometimes. Talk to the children about the last time you felt because they don’t angry and how you calmed down. Sometimes people want to be left alone for a bit when feel very good inside. they feel angry and they might not want lots of people going up to them and trying to I know how to help help. If you see someone who you think is getting angry and you’re not sure what to do, someone when they who can you ask? (an adult). If you feel yourself getting angry what are some of the are feeling sad. things you can do – make a list with the class. Emotional Health and Well being: An early years resource to promote healthy relationships

14 Year One week 1 Seal Objective Activity Resources NB: Read “You won’t shift a hippo” You won’t shift a hippo I know some ways to Discussion: What happens in the story? What are the animals trying to do? How do By solve a problem. each of the animals try to move the hippo? Who manages to make the hippo move? Michael Catchpool and I can help make my How does the mouse do the job? What do you think the animals learned from the Rosalind Beardshaw class a good place to mouse? learn. Role play: This book is perfect to act out as role play. Place a makeshift bridge across Apparatus to lay across the centre of the circle and ask a child to lay across it pretending to be the hippo. Then the floor in the shape of ask different children one at a time to try each of the strategies employed by each of the a bridge animals. The role ends with the mouse whispering “please” in to the ear of the hippo who then slopes off the bridge so that all the animals can cross. Activity: Think of the last time you said “Please”. Write and illustrate your sentence. Plenary: Do we say please in our classroom? Why is it important to say please and thank you? Ask the children if they have heard you (their teacher) saying please. Set up a ‘charter’ for the class to agree that form now on we will say please and thank you to make our class a healthy and enjoyable place to work.

15 Year one week 2 Seal objectives Activities Resources NB: Read: “I’m coming to get you”. I’m coming to get you I feel safe and Discussion: Talk about what happens in the story. How is the monster behaving? How By content within my does he make the banana people feel? Is he allowed to do that? Is that behaviour Tony Ross class. normal? (No). How do you think Tommy feels as he goes to bed? Is the monster I know some ways to allowed to keep frightening Tommy like that? No. It’s not acceptable and the monster Monster mask calm myself down shouldn’t be doing it. What happens at the end of the story? How do you think the when I feel safe or monster feels now? upset. Role play: How does Tommy feel in the story when he thinks the monster is coming to I can sometimes tell if get him? He feels frightened. Why doesn’t he tell anyone? Who could he tell? If the other people are monster was big and scary and Tommy thought he might get hurt, what could he do? feeling sad or scared Tommy should tell someone. Explain we are going to practice what to do the next time and I know how to we feel frightened. Tell the children there is a golden rule if someone is frightening you: make people feel Tell someone. better. Ask for a child to pretend to be the monster. Put a monster mask on the child. Now ask I know what I have to the monster to walk around the circle and then approach someone and shout “I’m do to myself to make coming to get you!” That child should then run across around the back of the circle and the class a safe and hide behind another child. Ask the monster to sit down in the middle of the circle, and fair place for then ask the hiding child to tell the person they hid behind; “I’m frightened of the everyone and that it monster”. That child should then say “Don’t worry, stay with me”, and make a space is not ok for other next to them in the circle. The monster should then walk around the circle again and people to make it shout at a different child, “I’m coming to get you!” repeat the exercise. unsafe or unfair. Activity: Draw a safe place you can go to if you feel frightened. Is this classroom a safe SNTB: place? I know some people Plenary: This story is pretend. There aren’t really any monsters. You might never feel in and out of school frightened. But if someone does frighten you, you need to tell someone. Who can you who I could talk to if I talk to if you feel frightened? Mum? Nan? Dad? Your friend? Tell the children they can was feeling unhappy always talk to you. Make a list of people the children can talk to if they feel frightened. or being bullied.

16 Year one week 3 Seal objectives Activities Resources NB: Read “Yes we can” Yes we can I feel good about the Discussion: What happens in the story? Look at the page about half way through the By ways we are similar book which says Sam McBratney and in class and the ways “Don’t you dare laugh at me!” cried Roo. “Well you laughed at me!” said Mouse. “And Charles Fuge I am different. you laughed at me! Said Duck. No one was happy. I can tell you how I Why aren’t the animals happy anymore? What started off the bad mood? What does A ball am the same as and Roo’s mother do to make things better? She encourages the animals to talk about what different from my they can do instead of what they can’t do. Everyone has got something they can do well. friends. What things can the animals do? What do they say at the end of the story? “Can we all GOFO: be friends again? Yes we can!” I can tell you about Role play: Place a ball in the middle of the circle. Ask one child to stand in the circle my gifts and talents and tell us what they can do with the ball (eg “I can roll the ball”). Then ask a second R: child to approach the first and join in. Praise the two children for good rolling, and then I understand that ask the class “Can they be friends?” to which the class reply “Yes they can!” Repeat being unkind and until all the children have had a turn in the centre of the circle. hurting someone Activity: Children to sit with the child they played with in the circle, and draw a picture of doesn’t make me feel their game together. Write (for example) “xxx (name) and xxxx are good at rolling” better. Plenary: Roo’s mother says “Nobody likes to be laughed at”. What does she mean? If I can make myself you see a child laughing because someone can’t do something, what can you say to feel better without stop them. We all have things that we can do well – drawing, jumping, singing; everyone hurting others. is good at something. No body laughed at people in our game today; we helped each other and looked after each other, and because of that we all knew we had friends.

17 Year one week 4 Seal objectives Activities Resources NB: Read “All afloat on Noah’s boat” All afloat on Noah’s Boat I feel safe and Discussion: What happens in the story? At the beginning the animals were happy. By content within my What made them change and become unkind to each other? What did Noah suggest Tony Mitton and Guy class. the animals do to make them happy again? Look at the different dances that the animals Parker Rees GOFO: performed. Which are your favourite? How did the story end? Do you think the animals I can work well in a will stay friends? Might they have another talent show now they are on dry land? group. Role play: There are 8 pairs of animals in the book. Split the class in to eight groups I can decide with my and explain that each group has the job of recreating the performance created by one of group about how well the animal groups (the frogs did hyper hops, elephants blew fountains etc). Go through we worked together. what each animal does then give out cards showing a different animal to each group. GTBM: Each group role plays their action together. Give the children a couple of minutes to I can tell when I am rehearse their movement and then sit everyone in the circle. Read through the book feeling proud. again and as each animal is mentioned the corresponding groups come to the centre of their circle and perform their action. End with the butterflies flapping around the outside of the circle and everyone waving at them. Plenary: Did we work well together in that role play? Was it a good show? What were your favourite bits? Do you feel proud to have been part of that fantastic show? Think of the things that your class has done together. Did you enjoy being part of the group? Are we good at team work in our class? What can we do to make sure we work well as a team in future? (listening to each other)

18 Year one week 5 Seal objectives Activities Resources NB: Read “Augustus and his smile” Augustus and his smile I know how to make Discuss: What has Augustus lost? Where does he search for his smile? What makes By someone feel him happy at the end of the story? How does he find his smile? What does Augustus Catherine Rayner welcome. learn in this story? Role play: Explain that we are going to act out the story of Augustus and his smile, We A small mirror can’t make it rain in here so what else can we use for Augustus to see his reflection? Show the children the mirror. Explain that we are going to choose an Augustus and they are going to wait outside the room while we choose someone to hold the mirror. Augustus will not know who in the circle has the mirror. All children sit with their hands behind their back (one child holds the mirror behind their back) Augustus then returns to the circle and crawls up to people as he did in the story, looking for his smile. Augustus must approach people and smile at them, but they must not smile back. When Augustus smiles at the person with the mirror, they should bring out the mirror and show Augustus his reflection, then everyone can smile at Augustus because he has found his smile again. Activity: Draw a picture of Augustus smiling at his reflection in the river. Make sure you give him a big smile. Plenary: Discuss the role play. How did it feel to be Augustus when people were not smiling back at him? Ask the children how did it feel when Augustus smiled at you and you couldn’t smile back? How does smiling at someone make them feel? Is it important to smile? Are we a smiley class? Do we smile at people when they come in the door? Shall we from now on? Test it out – prime a teacher to come in and remark how smiley the class is, and how they wish all classes were a smiley as this one because it made his / her day!

19 Year two week 1 Seal objectives activities resources NB: Read: “Silly Billy”. Silly Billy I know some more Discussion: Talk about Billy. He worries about all sorts of things. What does Billy worry By ways to calm myself about? What happens to Billy when he gets worried? (Can’t sleep) What does he do Anthony Browne down when I feel when he feels worried? (Tells Grandma). What does Grandma say Billy should do? scared or upset Does it work? Why do you think the worry dolls work? Does everyone get worried I know some ways to solve a problem sometimes? Of course! Tell the children about a recent time you were worried and what SNTB: you did about it (say you talked to someone). I know that when you Role play: Show the children a teddy bear or a doll. Place the doll in the centre of the feel sad it affects the circle. Explain that if Billy was in our class he could talk to this teddy bear. Recap in the way you behave and story some of the things Billy worried about. Now ask the children one at a time to how you think approach the doll and share one of Billy’s worries by whispering in the dolls ear. Show I know some people in the children what to do by doing it yourself first. and out of school who I Activity: It would be great to make some worry dolls with the children. You could make can talk to if I was it a mini project (D &T?) over he next few weeks involving sewing and stuffing. Of you feeling unhappy or could cut out and colour a cardboard doll for just this lesson. The aim is to for the being bullied I know what to do if I children to create something to hold and ‘talk to’. am bullied Plenary: How did Billy feel before he told grandma about his worries? He felt a bit silly. GTBM: What did Grandma say when he told her about his worries? (“You’re not silly”). Do you I can explain some think Billy did the right thing telling Grandma about his worries? Why? Is it better to tell things that help me stop your worry dolls or to tell a grown up about your worries? Why is it better to tell a grown worrying up? Who can you talk to if you are worried about something? Tell the children they can I can use the problem always talk to you if they are worried about something. They could practice by telling the solving process doll first. Put the doll somewhere in the room so that children can use it ‘to practice R: talking about their worries’ if they need to. I can talk about my feelings when I feel alone or when I have to share someone or something that is

20 Year two week 2 Seal Objectives Activities Resources NB: Read: “The saddest king”. The saddest king I know how to make Discussion: Talk about what happens in the story. What does the law in the story say By someone feel about being happy or sad? Imagine a law saying we could never be sad. How would Chris Wormell welcome. that make you feel? Can you help it if you feel sad sometimes? Does everyone feel sad I know some ways to sometimes? What happens in the story to make things change? Why was the boy sad? Enough small cards for calm myself down Why did the boy and the king cry together? What happened next? everyone in the class. when I feel scared or Role play: Talk about how grown ups often hide their feelings. Sometimes you can’t tell Each card has a smiley upset. if someone feels sad. Show the children some cards. Every card has a smiley face on it face on it, except one I know some ways to and one card has a sad face. Explain we are going to send a ‘detective’ out of the room, which has a sad face. solve a problem. then give out the cards so that everyone in the circle has one. Everyone holds the card GTBM behind their back. The detective comes back and stands in the middle of the circle. Can I can tell when I am the detective find the one child who is holding the sad face? The child who is holding the feeling worried or sad face card need not look sad, it is up to the detective to decide who they think looks anxious as though they might be holding the sad card. Talk about how hard it is to find the sad I can explain some person if they are smiling. You can’t always tell if people are sad or happy. things that help me Activity: Fold a piece of paper in half. On one side draw a happy face and on the other stop worrying. side draw a sad face. Draw / write things that make you feel happy under the happy face R: and things that make you feel sad under the sad face. I can tell you how I Plenary: In the story the boy says “It’s all right to be sad. Everybody needs to be sad feel when I lose sometimes”. Is this true? What things make us sad? Would anyone like to share something or something that recently made them feel sad? Has anyone else experienced that someone I care situation? Share with the children something that has made you feel sad and tell them about. that you talked to a friend about it and it made you feel a little better. Tell the children I can talk about my that they can always come and talk to you if they feel sad about something. Who else feelings when I feel could they talk to – friends? An adult at home? Older brother or sister? alone or when I have to share someone or something that is important to me. Emotional Health and Well being: An early years resource to promote healthy relationships

21 Year Two week 3 : Seal Objectives Activities Resources NB: Read “Howling at the moon” Howling at the I feel safe and Discussion: What happens at the beginning of the book. Why do the animals talk about the moon content within my wolf in such an unkind way? Have the squirrels and the mice ever met the wolf? How do they By class. know what the wolf is really like? (they all say “I’ve heard…” so they heard the Owl talking and Michael Catchpool I know what I have to believed her). Why does the mouse go and find out what’s making the noise? (He’s got no and Jill Newton do myself to make one to tell him unkind things about the wolf) Is the Wolf like the animals description? Why is the classroom and the wolf howling? How does the little mouse help the wolf? How does the story end? Large sheet of school a safe and fair Role play: Before the lesson place a small teddy bear inside a box. Show the children the material, place for everyone, box and explain that you think there is a bear inside the box. Ask the children to imagine how drums and that it is not ok frightening he looks. What does he look like? How many teeth has he got? How many for other people to children did he eat for breakfast? Say you’ve never seen the bear but you have heard lots of make it unsafe or terrible things about him. Shake the box as though the bear is trying to get out. Hold the lid unfair. down tightly as though you are holding him in. Then ask the children to be quiet because you I can help to make think you heard something….. place your ear to the box and listen intently. Ask the children if the class a safe and they can hear someone crying. Say that you think the bear might be crying in side the box. fair place. What should you do? You’ve heard all these terrible thing about the bear and you feel worried I can sometimes tell if about getting him out…. Carefully open the box and take out the bear. Cradle him in your other people are arms and have him whisper in your ear. Tell the children things like “He says he feels very feeling sad or scared lonely / he has no friends / everyone runs away from him / he doesn’t know why etc” As the and I know how to children what we should do…. You want to encourage a sense that the bear has been talked male people feel about and the things that have been said are not true, and that he needs to know he has better. friends in the class. Pass the bear around the circle and ask children to say something to him SNTB: to make him feel better (If they can’t think of anything give them “I’ll be your friend” to say). I can tell you how Activity: Write down the things you can say to someone feeling lonely someone who is Plenary: Even though the animals had never met the wolf in the story they believed all the bullied feels. unkind things they had heard. Do you think the mouse did the right thing in going and talking I can be kind to to the wolf? If you are not sure whether something is safe to do, who should you ask? Are we children who are safe in school? Yes. If you hear someone being unkind about someone else, what can you bullied. do? Emotional Health and Well being: An early years resource to promote healthy relationships

22 Year Two week 4 Seal objectives Activities Resources NB: Read: The Scallywags The Scallywags I know what I have to Discussion: What did the wolves do that upset everyone so much? The wolves have By do myself to make got in to some bad habits. Can you change a habit? Are the wolves choosing to behave David Melling the classroom and like that or is it that they can’t help it? What did the other animals decide to do about the school a safe and fair wolves? What do the wolves decide to do to improve their behaviour? What happened Small pieces of fruit place for everyone, next time the animals had a dinner? What was it that annoyed the other animals? (the such as orange and that it is not ok wolves told everyone what to do). At the end of the story have the wolves changed? segments, grapes or for other people to Look at the picture of the photo on the last page. Is the picture different to the last time raisins (at least enough make it unsafe or there was a photo? for everyone in the unfair. Role play: Talk about the wolves learning to be polite and to look after themselves class, and more if I can help to make properly. We all know how to treat each other properly in our class, don’t we? Explain possible) the class a safe and we are going to play a game where someone is going to be a detective and their job is fair place. to find out who in the class is behaving properly, and who is behaving like a wolf. The I can help to make detective will hand round pieces of fruit to everyone in the circle, choosing to offer the my class a good fruit to children who they think will behave properly. Behaving properly means taking place to learn. one piece of fruit and saying “thank you”. However the wolf is offered fruit, the wolf will GTBM: take a handful of fruit and squash it like a greedy, unthinking animal. The challenge for I can change my the detective is to offer the fruit to an many children as possible before the wolf. Send behaviour if I stop the detective out of the room before identifying a ‘wolf’ among the children. The and think what I am challenge for the wolf is to sit quietly so that the detective will think they are going to doing. behave properly and offer the fruit early in the game. CH: Plenary: Do we know how to look after each other in our classroom? Are we polite to I can tell you what a each other or do we grab and push? Do we say please and thank you or do we just take habit is and know things? What can we do in our class to make sure that from now on everyone behaves that it is hard to in a way that makes our class a great place to learn? change one. I know that I make my own choices about my behaviour.

23 Year Two week 5 Seal objectives activities resources NB: Read: “How big is the world” How big is the world by I know that I belong Discussion: What question does mole ask at the beginning of the story? Who does Britta Teckentrup to a community. Mole ask first and what do they say? Why did the small animals think the world was small? Who helped Mole to find out how big the world was? What places did Mole visit A range of objects big on his travels? What did Mole learn? and small, Role play: Explain that we want to create a map of the world. What shape is the world? We are sitting in a circle so that’s a good start. Show the children a small object like a A map of the world match or a maths cube. Say ‘lets pretend this is our classroom. Lets place it in the world’. Ask someone to place it in the circle. Now ask the children to think what is just outside our classroom – the school. Place a slightly larger object under the ‘classroom’ to show we are inside it. What’s outside the school? The town where we live. Find a larger object and put it next to the ‘school’. Is there anything big in our town that we could label (e.g. an airport?), what is outside the town? Place a larger object around the town to represent the country we live in. Are there any other countries in the world? Where do they go? Build a “map” of the world showing that there are lots of different places outside our school and the place we live. Plenary: Imagine if we stayed in this classroom all day and never went in to any other part of the school. Would we know about the rest of the school? No. If Mole came to us and asked “How big is the school?” we would have to say “As big as this classroom” because we wouldn’t know it was any bigger. What places have the children in the class been to? Where would children like to go? Show the children a real map of the world. Identify countries and ask children if they would share any experiences they have of different countries. Who lives in those different countries? Are they the same as us? There are lots of things that are the same. If they came to our classroom what could we show them? I wonder what they could show us about how they live? What does Mole say to dad at the end of the book: “The world is as big as you want it to be”. What does that mean? Emotional Health and Well being: An early years resource to promote healthy relationships